Abstract:

The purpose of this research is to identify the cultural elements in the C1 levels of the curriculum books used as the main material in the teaching of Turkish as a foreign language (Turkish for the Gaza Foreigners and Turkish for the Istanbul Foreigners). The work is carried out with the basic quality research design from the quality research models. In the framework of the research, the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1 and the Turkish C1. The data is collected through the method of document review, analyzed through the method of content analysis. For the Greek Foreigners, the Turkish C1 level curriculum has a widely used cultural element speech and expression; the widely used cultural element has been interpersonal relationships. In the Turkish C1 level curriculum for Istanbul Foreigners, the most commonly used cultural elements are literature, art and music; the most commonly used cultural elements are interpersonal relationships. The findings obtained were placed according to the levels of people who learned the rates of use of cultural elements when taken into account.

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